Develop common language to talk about the traits and craft of writing.
1) How does common trait language help students and teachers talk about writing?
2) What common writing language are you using in your classroom, grade level, building, and district?
Traits of Writing
The only way to raise the quality of writing in a school district is to create, share, and celebrate specific criteria for that quality (trait) with everybody on a regular basis (227).
Trait-specific feedback can be used to produce valuable revision and editing ideas for students, as well as help students and teachers grow their understanding of the trait/s in focus.
Using trait language in your Writing Response Groups is a powerful way to move writing forward. There are numerous analytic rubrics that crack trait language open and may serve as a framework for building common language in your school (ex. MI ELA analytic rubrics). Beware: a rubric score may serve as a proficiency gauge for students, but alone will not yield a single revision. Think more from the perspective of how analytic trait language can pave the road to meaningful talk about "writing well". Growth in writing comes as a result of conferring or engaging in dialogic conversations about trait-specific areas of strengths, weaknesses, and questions (refer to Peer Reader Framework), not a numerical score.
Dialogic Talk is...
collective
reciprocal
supportive
cumulative
purposeful
Alexander, R. Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge, UK: Dialogos, 2006.
Additional Tips for Student Feedback:
until students have a solid understanding of each of the six traits, provide feedback on only 1-2 traits at a time (preferably traits you have just completed mini-lessons on)
place trait-specific comments in the margins or on a sticky note near the text that generated the comment
When responding to student writing, Ralph Fletcherencourages citing 2 Grows & 1 Glow: while reading the paper, think through the lens of the trait in focus. What two comments could you provide that would best help the student improve their paper in this particular trait? What positive comment could you provide in this trait (if you can't find a positive in this trait, provide a positive in any trait)?
Stems to Help Generate Understanding of Trait-Specific Feedback
*NOTE:
Attached you will find some trait specific comments that may assist you in this process. These stems are meant to plant seeds for a reader...not an end within themselves. Keep in mind, the best comments come from questions and ideas generated while organically reading the piece or listening to the author!
Student sample of writing using "place" for theme. As you read through the paper, what elements of craft are present and what trait-specific comments could you provide on "triangular trait" (ideas, organization, & voice) presence?
Objective:
Essential Questions:
Develop common language to talk about the traits and craft of writing.
1) How does common trait language help students and teachers talk about writing?
2) What common writing language are you using in your classroom, grade level, building, and district?Traits of Writing
The only way to raise the quality of writing in a school district is to create, share, and celebrate specific criteria for that quality (trait) with everybody on a regular basis (227).
~Barry Lane~ The Reviser's Toolbox
What are the 6 Traits of Writing?
Trait Specific-Feed Back
Trait-specific feedback can be used to produce valuable revision and editing ideas for students, as well as help students and teachers grow their understanding of the trait/s in focus.Using trait language in your Writing Response Groups is a powerful way to move writing forward. There are numerous analytic rubrics that crack trait language open and may serve as a framework for building common language in your school (ex. MI ELA analytic rubrics). Beware: a rubric score may serve as a proficiency gauge for students, but alone will not yield a single revision. Think more from the perspective of how analytic trait language can pave the road to meaningful talk about "writing well". Growth in writing comes as a result of conferring or engaging in dialogic conversations about trait-specific areas of strengths, weaknesses, and questions (refer to Peer Reader Framework), not a numerical score.
Dialogic Talk is...
Alexander, R. Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge, UK: Dialogos, 2006.
Additional Tips for Student Feedback:
Stems to Help Generate Understanding of Trait-Specific Feedback
PDF
Attached you will find some trait specific comments that may assist you in this process. These stems are meant to plant seeds for a reader...not an end within themselves. Keep in mind, the best comments come from questions and ideas generated while organically reading the piece or listening to the author!
Required Reading
Laura Harper's article, The Writer's Toolbox: Five Tools for Active Revision Instruction, showcases ways to strengthen writing in the various traits.
Deadline: Tuesday, July 12th
Additional Resources